Open‑Book Exam: The Capitulare de Villis — Fishponds & Steward Duties

Student name: ____________________________    Time allowed: 40 minutes

Instructions (Open Book): You may use the provided document and a dictionary. Answer all five questions. Write clearly. Keep most answers to 1–3 sentences unless a diagram is requested.

Curriculum alignment: ACARA v9 English — Year 8: reading and responding to historical legal text; vocabulary in context; making text‑based claims; creating short procedural/flow diagrams.

1. Dictionary skill — Word meaning in context (4 marks)

   Find the word demesne used in the document. 1) Use a dictionary to write a short definition (in your own words). 2) Give one sentence from the document (or clause number) that helped you decide this meaning. (Total 4 marks: 2 marks for correct definition, 2 marks for correct evidence.)

   Definition (your words): __________________________________________________________________________________

   Document evidence (clause/quote): ________________________________________________________________________

2. Short text‑centred claim with evidence (5 marks)

   Write a 1–2 sentence claim that answers: "Why does the Capitulare instruct stewards to keep and enlarge fishponds?" Support your claim with two short pieces of evidence (clause numbers or short quotes) and one short explanation sentence linking evidence to your claim. (Total 5 marks: 2 marks claim, 2 marks evidence, 1 mark explanation.)

   Claim: ____________________________________________________________________________________________

   Evidence 1 (clause/quote): _________________________________________________________________________

   Evidence 2 (clause/quote): _________________________________________________________________________

   Explanation (1 sentence): __________________________________________________________________________

3. Short analysis — Steward responsibilities (4 marks)

   In 1–3 short sentences, explain how instructions about fishponds show that stewards must balance production and profit. Include a reference to at least one clause number. (4 marks)

   Answer: ____________________________________________________________________________________________

4. Flowchart task 1 — Annual fishpond routine (6 marks)

   Create a simple three‑step flowchart (boxes connected by arrows) that shows what a steward must do each year regarding fishponds according to clauses 21 and 65 (and any other relevant clause). Draw three labeled boxes on the lines below and connect them with arrows; then write 1–2 sentences explaining the flow (why these steps matter). (3 boxes = 4 marks; explanation = 2 marks.)

   Flowchart (draw / write the box labels):

   [ _________________ ]   -->   [ _________________ ]   -->   [ _________________ ]

   Short explanation (1–2 sentences): __________________________________________________________________

5. Flowchart task 2 — Problem & solution (6 marks)

   Imagine a problem: the fishponds are depleted when the king does not visit the estate and there is no immediate demand. Using clauses 21, 33, 55 and 65, design a two‑step flowchart that a steward could follow to both ensure supply and to profit the crown. Draw two labeled boxes and connect them with an arrow, and write 1–3 sentences justifying your steps by referencing clauses. (2 boxes = 4 marks; justification = 2 marks.)

   Flowchart (draw / write the box labels):

   [ _________________ ]   -->   [ _________________ ]

   Justification (1–3 sentences): ____________________________________________________________________

Teacher notes: Marking guide, rubric and feedback (Ally McBeal cadence)

Total marks: 25

Mark allocation: Q1 = 4, Q2 = 5, Q3 = 4, Q4 = 6, Q5 = 6.

Quick marking rubric (ACARA v9 Year 8 aligned)

Criteria assessed: understanding vocabulary in historical/legal context; constructing a concise text‑centred claim with evidence; analysing stewardship aims (production vs profit); designing clear, logical two/three‑step procedural flowcharts; using clause references correctly.

Per‑question teacher feedback (Ally McBeal cadence)

(Use these short comments as model feedback you can adapt.)

Q1 — Dictionary skill (4 marks)

Oh my goodness, darling — that word, demesne, is the heart of the estate, yes! Praise when the student gives a neat, short definition: "land directly controlled by the king/estate." If they point to clauses about crown lands and estates (e.g., clause 1 and clause 62) — bravo. If the answer is vague, nudge them: "try linking the dictionary definition to where the text talks about ‘our estates’ so the meaning sings."

Q2 — Claim with evidence (5 marks)

Oh! A crisp claim — show me the receipts. Full marks when the student states a clear purpose (food supply and revenue/profit) and cites clause 21 (keep/enlarge fishponds) and clause 65 (sell fish and replace) — that's the duet. If they only give one clause, gently prompt: "add another clause to show both supply and profit functions."

Q3 — Analysis (4 marks)

Sly and smart: stewards are both caretakers and managers. Full marks for linking stewardship care (maintain/enlarge) with economic instruction (sell for profit). If answers drift into generalisations without clause reference, encourage tighter connection to text — "quote a clause, honey, it's persuasive!"

Q4 — Flowchart 1 (6 marks)

We want tidy steps: e.g., (1) Maintain/Enlarge pond (cl.21) → (2) Stock/Manage fish → (3) Sell/Replace (cl.65). Full marks when boxes are logical and the explanation links each step to clauses. If students miss 'replace' or 'sell', prod them: "what happens when the king isn't visiting? Clause 65 has the answer — sell and restock."

Q5 — Flowchart 2 (6 marks)

Scenario‑saving drama: good solutions combine short‑term sale and longer‑term reserve. Full marks example: (1) Sell/market surplus fish for immediate profit (cl.65 & cl.33 on reserving revenue) → (2) Restock & record shipments (cl.21 & cl.55 recordkeeping). If students propose unrelated steps (e.g., "give fish away") prompt them to use text guidance about profit and recordkeeping.

Overall comment for a ‘Proficient’ outcome (short, in‑character)

Ally McBeal cadence: "Okay, listen — you did that beautifully, really. Your answers are tidy and the evidence is there; a little more sparkle in quoting clause numbers and a touch more precision in your labels and you'll be dazzling. Keep that reasoning brisk and clause‑backed — that’s your showstopper."

Practical marking tips

• Accept near‑synonyms for the dictionary task if connected to the document (e.g., "crown land" or "land owned by the king").
• For claim tasks, require at least one clause citation (number or short quote) for full evidence marks.
• For flowcharts, give credit for logical sequence even if wording is brief — but require explicit link to at least one clause for full marks.
• If a student writes more than requested (longer than 3 sentences), grade close to content relevance rather than length.

If you want, I can also produce a printable PDF layout (A4) with the same content, or individualised exemplar answers and annotated scripts for teacher moderation. Say the word and I’ll get dramatic about it.